PENGEMBANGAN SOFT SKILLS SISWA MELALUI PENERAPAN PENDEKATAN PEMBELAJARAN CULTURALLY RESPONSIVE TEACHING PADA MATERI ASAM-BASA

DIAN NISA FITRIANI, . (2017) PENGEMBANGAN SOFT SKILLS SISWA MELALUI PENERAPAN PENDEKATAN PEMBELAJARAN CULTURALLY RESPONSIVE TEACHING PADA MATERI ASAM-BASA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengembangkan soft skills siswa melalui penerapan pendekatan pembelajaran kimia Culturally Responsive Teaching pada materi asam-basa. Penelitian ini dilaksanakan di SMAIT Nurul Fikri dan SMAN 51 Jakarta pada semester genap tahun ajaran 2017. Subjek penelitian adalah siswa XI IPA 1 dan kelas XI MIA 1. Penelitian yang dilakukan menggunakan metodologi kualitatif dengan menggunakan paradigma interpretivism. Teknik pengumpulan data yang digunakan dengan wawancara siswa, lembar observasi, reflektif jurnal siswa dan kuesioner Constructivist Chemistry Values Learning Environment Survey (CCVLES). Teknik keabsahan data yang digunakan ialah trustworthinnes dengan kriteria kredibilitas yang terdiri dari prolonged engangement, persistent observation, progressive subjectivity dan memberchecking. Pendekatan Culturally Responsive Teaching mencakup 5 kategori yang terdiri dari content integration, facilitating of content knowledge, prejudice reduction, sosial justice dan academic development. Penerapan kelima kategori tersebut memberikan hasil positif berupa perkembangan soft skills siswa selama proses pembelajaran kimia. Soft skills yang diperoleh selama proses pembelajaran terdiri dari: (1) Bekerja Sama, (2) Berpikir Kritis, (3) Berpikir Kreatif (4) Kepemimpinan, (5) Religius, (6) Social and cultural awareness. This research aims to develop student’s soft skills through Culturally Responsive Teaching approach on acid-base learning. This research conducted in SMAIT Nurul Fikri and SMAN 51 Jakarta on secong semester of 2016/2017 academic year. The research subject is student of XI IPA 1 and XI MIA 1. The research used qualitative methodology by using interpretivsm paradigm. The data collection of student interviews, observation, reflective journals and CCVLES (Constructivist Chemistry Values Learning Environment Survey) questionnaires was employed. The study applied the quality standards of trusttworthinnes with criteria of credibility that contains of prolonged engangement, persistent observation, progressive subjectivity and member checking. The study employed the Culturally Responsive Teaching approach with five categories such as content integration, facilitating of content knowledge, prejudice reduction, sosial justice, and academic development. The implementations of five categories has developed student’s soft skills of (1) collaboration skills (2) critical thinking (3) creative thinking (4) leadership (5) religious (6) social and cultural awareness, Therefore Culturally Responsive Teaching approach can be implemented in chemistry classroom which has implication on student’s soft skills in relation to competences development in curriculum 2013.

Item Type: Thesis (Sarjana)
Additional Information: 1) Yuli Rahmawati, M.Sc.,P.hD 2) Dr. Fera Kurniadewi, M.Si
Subjects: Sains > Kimia
Divisions: FMIPA > S1 Pendidikan Kimia
Depositing User: sawung yudo
Date Deposited: 23 Mar 2022 03:52
Last Modified: 23 Mar 2022 03:52
URI: http://repository.unj.ac.id/id/eprint/25143

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